What is “American” Culture: Understanding Our Values and Stereotypes

This 90-minute session was developed in November 2005 by Kerry Gonzales, an AFS Trainer from Orange County. It can be used with a variety of volunteers or participants. It is particularly in the areas of support and orientations.

Time: 90 minutes

Methodologies:• Art Project• Brainstorming• Small Group Discussion• Large Group Discussion

Materials:• Prepared flip chart with “self-portrait” of facilitator• Paper and markers or crayons for participants to use for “self-portrait”• Pens or pencils and paper for notes• Flip chart and markers• Prepared flip chart with definition of “culture”• Prepared flip chart with definition of “stereotype”• Prepared flip chart with definition of “values”• Handout: “Iceberg”• Handout: “Stereotypes Quiz”• Handout: “Common Stereotypes of Americans”• Handout: “Parable of the River Crossing”• Handout: “Common ‘American’ Values”

Behavioral Learning ObjectivesBy the end of this session participants will be able to:• define and understand the term “culture”.• name and define at least 5 cultural values held by “Americans”.• name and define at least 5 stereotypes held by foreigners about “Americans”.• identify the differences between a stereotype and a value.

Activity 1: Personal Introductions through Cultural “Self-Portraits”Time: 25 minutesDescription of Activity: Step 1: Participants should create a “self-portrait” as a means of introducing themselves. Their “self-portrait” should answer the question: “What is something about me that is cultural?” Step 2: Each participant should take one or two minutes to introduce themselves to the group using the “self-portrait” just drawn. Be certain that each participant answers the question: “What is something about me that is cultural?” Step 3: Ask everyone to privately think about this question: “What do these introductions suggest about what ‘culture’ means?” Ask them to jot down a brief definition of or other ideas about the term “culture”.Step 4: Ask for volunteers to explain their definition of or ideas about the term “culture”. Write these on the flip chart as they are given from the floor. After a number of ideas have been given, discuss them, taking comments from the floor. Do not feel compelled to arrive at a common definition acceptable to all; it is equally valuable to use the participants’ wide range of ideas to emphasize the point that culture is interwoven through everything we are and everything we do.Step 5: Using handouts, present the iceberg conception of culture: “Culture is like an iceberg in that only 10 percent of it is visible. About 90 percent of what constitutes culture is beyond or below or conscious awareness. This means not that it has less influence on our daily lives, but rather more. We can monitor and attempt to control that of which we are aware; we are unlikely to do either with respect to that of which we are unaware. Examples of the 10 percent of culture which we are consciously aware include those listed “above the water line” in the handout. Examples of the 90 percent of culture of which we are unaware, or usually unaware, include all sorts of hidden aspects of our lives, such as those listed “below the water line” in the handout.Step 6: Going back to our “self-portrait”, ask participants to talk or think about where their personal descriptions are found on the iceberg model: “above or below the water line”.Step 7: Present the shortest definition of culture (have it prepared on a flip chart to show to participants): “Culture is the collective programming of the mind which distinguishes the members of one human group from another (Gertrude Hofstede, 1980)”. Discuss the definition: Hofstede emphasizes that culture is not a property of individuals, but of groups. It is a collection of more or less shared characteristics possessed by people who have been conditioned by similar socialization practices, educational procedures, and life experiences. Because of their similar backgrounds, the people in any given culture may be said to have similar ‘mental programming’. Thus, one can speak of the culture of a family, a tribe, region, a national minority, or a nation; culture is what differentiates the people in a given group from people in other groups at the same level (other families, other tribes, and so forth).

Activity 2: StereotypesTime: 25 minutesDescription of Activity: Step 1: Pass out “Stereotypes Quiz” handout. Ask participants to complete the worksheet. Were they familiar with most of these stereotypes? (Answers: 1F, 2I, 3L, 4H, 5Q, 6O, 7C, 8S, 9D, 10A, 11M, 12E, 13J, 14G, 15B, 16R, 17N, 18T, 19P, 20K)Step 2: Ask participants to brainstorm the definition or characteristics of the term “stereotype”. Write answers on the flip chart and ask participants to discuss those listed.Step 3: Show definition of stereotype and ask participants if they agree/disagree with it. Definition from the dictionary: “1) A conventional, formulaic and oversimplified conception, opinion or image”.Step 4: Discuss this question: “Does the word “stereotype” usually have a positive or negative connotation?”Step 5: Ask participants to share a stereotype that they have heard about themselves or their local community. Did they agree or disagree with this stereotype? Why?Step 6: Ask participants to brainstorm stereotypes of “American” culture often held by those from other countries. Do participants agree/disagree with these stereotypes? Where do these stereotypes come from? Give participants handout “Common Stereotypes of Americans”

Activity 3: Parable of the River CrossingTime: 15 minutesDescription of Activity: Step 1: Participants read the handout “Parable of the River Crossing”. Ask participants to rank the characters from highest level of approval to lowest level of approval and write this down on a piece of paper.Step 2: Split participants into small groups (no more than 5 per group) and ask them to share with each other the choices they made and why.Step 3: With the larger group, ask participants to volunteer what they learned in their small group discussions. Also, ask them what to talk about the purpose of this exercise (to recognize there are differences in personal values which are the basis for differences in choices/decisions).

Activity 4: “American” ValuesTime: 15 minutesDescription of Activity: Step 1: Show participants prepared flip chart with definition of “values”. (Dictionary definition: “1) to regard highly, esteem 2) relative worth, utility, or importance”). Ask them to discuss if they disagree/agree with this definition.Step 2: Ask participants to brainstorm “American” values. Write responses on the flipchart.Step 3: Pass out “Common ‘American’ Values” handout. Have participants read and discuss. Let them know this is not an inclusive list…what they brainstormed probably should also be included.

Activity 5: ConclusionTime: 10 minutesDescription of Activity:Step 1: Ask participants to discuss how this information on “American” Culture, Values, and Stereotypes can help them when dealing with AFS participants? Facilitator should suggest that participants take time to learn about or recognize their own personal and cultural values that may have an impact on the way they interact with others (or counsel AFS students).Step 2: Ask for questions.